Recreational Sports Journal

Little research has been done in the area of eating disordered behavior exhibited in recreation facilities on college campuses, however several studies have examined exercise behavior and reasoning. The literature states that for young women, the college subculture seems to be a breeding ground for eating disorders. A logical thesis therefore would be to presume that a recreation facility on a college campus would be a place for primary and secondary prevention of eating disorders. At one midwestern state college, students in academic and non-credit classes offered through the campus recreation department were surveyed using the EAT 26. Nearly 12% of those surveyed indicated symptoms of anorexia nervosa; and another 24% were labeled “at risk.” Four distinct groups emerged. The groups were identified as those at low weight with a desire to lose more weight; those wanting to bulk up; those who were medically obese with a desire to lose weight; and those of normal weight wanting to lose weight. Chronological steps can be taken to aid in the primary and secondary prevention of eating disorders. These steps include: identifying the problem; educating all staff; working with other campus entities in the prevention and intervention process; developing a policy; presenting the policy to affected departments and if necessary obtaining legal approval. It is also important to identify specifically how intervention will take place if it becomes necessary. Legal considerations need to be given attention. Eating disorders are multi-faceted and multidimensional It is important to have qualified professional staff able and willing to work in the prevention and early intervention of eating disordered behavior.

While intramural sports contests do not enjoy the same widespread media exposure and attention as collegiate and professional athletics, they still produce special memories for the participants. It is the fun, stress release, joy of teamwork, thrill of competition, opportunity to escape the monotony of everyday life, and the emotional arousal which are generated by recreational sports programs that are the reasons why people participate. The “memorable moments” concept examines strategies on marketing implication and maintaining programmatic quality.

The basic components of a “memorable moment” are intangible elements and include enjoyment or exhilaration, personal value, and something that is atypical. While intangibles result from the competition itself a variety of specific tangible techniques such as a public address announcer, spectator seating, campus media coverage, special promotions and activities, a national anthem, game programs, commercial sponsorship, and videotaping, can be employed to further emphasize and complement these aspects.

The implementation of these tangibles and increasing the attractiveness of the participatory experience has tremendous positive marketing implications. The foremost advantage is the excitement and heightened awareness of programs that is engendered through expanded word-of-mouth. Tangibles also assist in improving visibility of programs and facilitates elevated recognition and exposure throughout the institution. The benefits of these effects often translated into more participants, greater receptiveness toward budget requests, improved networking opportunities both within and outside the institution, and enhanced respect from upper-level administrators.

Although the “memorable moments: concept offers numerous exceptional strengths, its implementation also requires certain important commitments and programming adjustments. Timelines and advance planning are even more crucial when programs include additional enhancements. Furthermore, financial and personnel requirements are increased as well as the time and coordination necessary for special game logistical arrangements. Potential problems and issues must also be addressed. Rescheduling requests, inclement weather, spectator control for large crowds, and decisions related to determining which activities or games will receive special attention, what degree of auxiliary features will be utilized, and how to ensure the “memorable moments” remain something special are the most prominent topics to be considered.

The reasons for participating in intramural sports are many and varied. However, fun, enjoyment, and the thrill of competition are usually at the heart of the decision to become involved in these activities. “Memorable moments” represents an excellent strategy to inspire and magnify thee feelings among participants while also displaying the program on center stage in an extraordinary marketing medium.

Intramurals has a long history in recreational sports. In managing intramural sports programs, the programmer needs a variety of methods to “get the word out. “It is important to consider promotion, publicity, advertising, sponsorship, and public relations. While these are important to all aspects of recreational sports, intramurals is typically the “backbone” of programming. With this in mind, it is essential that the intramural programmer be concerned with reaching all the students possible. This article discusses and compares the methods utilized by four different universities. They are Middle Tennessee State University in Murfreesboro, Tennessee, Wake Forest University in Winston Salem, North Carolina, Southern Methodist University in Dallas, Texas, and Georgia Southern University in Statesboro, Georgia.

It is believed that these four universities represent a variety of types of institutions including a small private university in a medium sized town, a combination of traditional and commuter on the edge of a metropolitan area, a traditional private institution in a major metropolitan area, and a traditional state university in a smaller community. It is very important to get the word out, regardless of the type of institution. The greater the variety of approaches used the better the chances to reach all students.

This paper examines the findings of a national study on professional preparation in sport management. A review of literature revealed a lack of research and a need for more studies that clearly define the current status and future direction for sport management curriculums. Through a content analysis approach, this study investigated 147 academic institutions offering sport management curriculums. Specifically, the examined philosophical and primary emphasis of each curriculum, internship requirements, employment opportunities, sport management courses and curriculum resources. Implications of the results are discussed along with recommendations for further study involving professional preparation in sport management.

Directors are bombarded daily with personnel management issues. The most efficient way to handle personnel management issues is to prevent them. This article proposes emotional intelligence as an additional vehicle to aid in prevention. Emotional intelligence is a term coined by Yale psychologist Peter Salvoy and is described by University of New Hampshire's John Mayer as understanding one's own feelings, the power to control them and empathy for the feelings of others. The key for more successful managers is to select and/or develop employees who are empathetic and team builders.

Employee Recreation represents a unique departmentally sponsored program designed to improve recruitment, retention, enjoyment, enthusiasm and commitment among student employees. It is popular and fun for employees but also has personal management advantages, strong marketing implications, and administrative benefits. The rationale for the program centers upon its effectiveness as a medium to positively impact programs and personnel. The opportunity to separately assemble employees in a setting which combines sports/ recreation with social ingredients has the potential to stimulate some exceptional staff dynamics. When blended properly, these components can increase excitement, motivation, and personal investment in the department as an employee while also improving camaraderie, teamwork, and morale. Positive word-of-mouth through one-on-one interaction between student staff and peers is extremely pertinent to recruitment and retention of staff but has even greater worth for promoting the program to participants. It also affords a strategic opportunity to expose, educate, and energize this group concerning activities which may be chosen. Administratively, employee recreation establishes a forum for empowering student personnel to exercise organizational and planning skills while also supplying a laboratory environment to field test various activities and gather evaluative feedback to assist in their refinement.

The format and structuring of the program should contain a number of fundamental components and address several important issues. After goals, objectives, and outcomes have been determined, a committee of student employees should be assembled to advise, recommend, select, plan, organize, promote, and administer the events. Commitment is another major factor necessary for success and includes allocating staff time, providing marketing support, and establishing a scheduling system which is convenient and does not adversely conflict with normal staffing times for activities and lor facilities. Financing options include departmental sponsorship and subsidy, support by the employees themselves, or by generating money through the formation of a campus organization.

Ultimately it is the actual selection and composition of the activity calendar which will make or break the program. Events should be chosen because their appeal, affordability, appropriateness, potential for return benefit, contribution to diversification, and ease of administration. Employee recreation is an exceptional innovation which captures many of the values and principles integral to the essence of recreational sports, represents a wise investment in the most important resource of the program-the student staff, and establishes a win-win environment for everyone involved.